AVID’s Mission StatementTo close the achievement gap by preparing all students for college readiness and success in a global society. Course InformationThe Manteo High School AVID program is dedicated to helping students achieve their goals of going to college. The AVID class, held within the regular school day, provides support, academic monitoring and tutoring. Writing, inquiry, collaboration and reading, along with tutorials and study skills, are the core strategies of the program. Each AVID student carries a binder in which he or she is required to keep materials from all academic classes. Students keep track of assignments on assignment sheets and are required to take daily notesin all academic classes. The notebooks are graded regularly for content and organization by tutors or teachers. Junior and senior AVID students complete a two-week tutorial training program and led tutoring groups in the middle school and ninth and tenth grade AVID classes. These students will also have the opportunity to participate in tutorials when they need assistance. In tutorials, students are taught study skills, test preparation, time management and the writing process. Communication between the AVID teacher and the parent(s) is essential. I will contact you to share your student’s progress, and appreciate any information you share with me. At home, parents can see to it that students are doing their homework in a quiet place with few interruptions. By asking your student about his/her day, and inquiring about homework and the events of the school, you will bridge what could be a great gap between his/her school life and home life. When the two are connected, successes increase. In addition, stressing your belief that your student can succeed in high school and attend college will also motivate him/her to work harder and achieve more. Grading
Binder checks, classwork/homework assignments (Classwork in NC Wise)
Any AVID student with a grade of C or below in a class will be assigned intervention until the grade is brought up to an A or a B. Students will either be assigned to the teacher with whom they have the low grade or to their AVID teacher (ninth grade - Mrs. Cecil, tenth- Mrs. Vogt, eleventh grade- Mrs. Brown and twelfth grade- Ms. Pritchard).
Starting this week (Aug. 31), students will receive a learning log each Monday and turn it in each Friday. Important learning log questions to remember:
What did I learn today?/What did I do today?
What did I find interesting in what I learned?
What questions do I still have about what I learned?
What were the main ideas in today's lesson?
What did I understand best today?
How do these ideas relate to what I have already learned?
We will also begin tutorials this week. Students must come to class with their questions. If they do not, they will have an alternative assignment and the lose the priviledge of having a tutorial.
AVID Files and Instruction Now that you have read instructions and completed a collaborative-group activity, you will each complete the WICR Activity Tracking Sheet as a means of Reflection.
Write the strategies that you could use or have already used for this activity.For example:
*for W/Writing-How will students use writing as a tool of learning with this activity;
*for I/Inquiry-What questions will I ask?How will I facilitate students asking questions?;
*for C-Collaboration-How will you facilitate student Collaboration?;
*for R-Reading-What will students read? What strategies will you use to facilitate that reading?
For strategies, see the list at the bottom of this page. Take 10 minutes to complete your Reflection sheet and then we will have a Round Robin table discussion where your group will select the Best two Reflection Sheets.
Next, write the Best two Reflections for W-Writing on a “Post It” note.Also, write the Best two Reflections for I-Inquiry on a second “Post It” note.Then, write the Best two Reflections for C-Collaborations on a third “Post It” note.Last, write the Best two Reflections for R-Reading on a fourth “Post It” note.Your group should have four total “Post It” notes.
Place your four “Post It” notes on the appropriate WICR boards found in the room.
Select a spokesperson from each group to read and discuss your group’s best two reflections as a means of Weaving the WICR.[[image:http://members.cox.net/jpetitbon/AG00298_[1].gif width="63" height="104"]] Writing:Inquiry:
Learning Logs/journalsSkilled Questioning
Cornell notesSocratic Seminars
PrewriteQuickwrite/Discussion
DraftCritical Thinking Activities
RespondWriting Questions
ReviseOpen-Mindedness Activites
Edit
Final Draft
Collaboration:Reading:
Group ProjectsSQ5R (Survey/Question/Read,
Study GroupsRecord, Recite, Review, Reflect)
Jigsaw ActivitiesKWL (What I Know/Want to
Read-AroundsLearn/Learned)
Response/Edit/Revision GroupsReciprocal Teaching
Collaborative Activities“Think-aloud”
STRATEGIES: The following are examples of the types of strategies we will utilize in the classroom this year: Guided Reading In class, we often read pieces aloud, pausing for clarification, interpretation, analysis, and comprehension assessment. Note-taking, class participation, and activity participation is expected during guided reading. Independent Reading Frequently, students will be asked to read independently. These assignments will consist of reading completed outside of school, and will include student chosen text as well as teacher assigned reading for homework. Literature Circles Literature circles are small groups of students assembled to discuss a piece of literature. Each member of the literature circle is assigned a role, therefore making him/her responsible for some of the group discussion and progression. Collaboration is a key component of literature circles. At the end of each discussion, students will complete a Self Assessment.Click on any of the following underlined roles to obtain the class worksheets: - The Connectorfinds a connection between the reading and the outside world (life experiences, world
happenings, other readings, etc). - The Illustratordraws a picture (sketch, diagram, cartoon, etc) that is related to the reading. -TheDiscussion Directordevelops a list of questions that the group can discuss. - The Travel Tracertracks the setting using description, diagrams and/or maps.
-TheSummarizerprepares a summary of the reading.
-The Vocabulary Enricher provides a list of new and interesting words and their definitions.
Journaling Journaling is usually used in conjunction with silent reading and read alouds, and prompts students to respond creatively to a piece of literature, to reflect on a passage or complete story, to make predictions, to ask questions, to make connections to the students own life, and to evaluate and articulate the effectiveness of good reading strategies. Some examples of journal entries that will be assigned throughout the course of this school year are:- Describe your worst nightmare. (making connections/creative response)
- Describe your most frightening experience with something non-human. (making connections/creative response)
- Which of the Seven Habits of Good Reading to you find most effective or useful? Why?
(methodology reflection)
- What is courage? Describe a time when you or someone you know acted courageously. (making connections)
- Write a journal entry as if you are one of the major characters from the novel/play/short story. Express your thoughts and feelings about the story's happenings. (connect to text/synthesize/make inferences)
- What do you think the year 2070 will bring? (creative response/prediction)
- Reflect on the following quote: "Power corrupts, and absolute power corrupts absolutely." Lord Acton
http://www.avidweekly.org/College searchhttp://egiate.comhttp://www.youtube.com/v/qll1_hc3ErA?f=videos&app=youtube_gdata
Note Taking
AVID’s Mission StatementTo close the achievement gap by preparing all students for college readiness and success in a global society.
Course InformationThe Manteo High School AVID program is dedicated to helping students achieve their goals of going to college. The AVID class, held within the regular school day, provides support, academic monitoring and tutoring. Writing, inquiry, collaboration and reading, along with tutorials and study skills, are the core strategies of the program.
Each AVID student carries a binder in which he or she is required to keep materials from all academic classes. Students keep track of assignments on assignment sheets and are required to take daily notesin all academic classes. The notebooks are graded regularly for content and organization by tutors or teachers.
Junior and senior AVID students complete a two-week tutorial training program and led tutoring groups in the middle school and ninth and tenth grade AVID classes. These students will also have the opportunity to participate in tutorials when they need assistance. In tutorials, students are taught study skills, test preparation, time management and the writing process.
Communication between the AVID teacher and the parent(s) is essential. I will contact you to share your student’s progress, and appreciate any information you share with me. At home, parents can see to it that students are doing their homework in a quiet place with few interruptions. By asking your student about his/her day, and inquiring about homework and the events of the school, you will bridge what could be a great gap between his/her school life and home life. When the two are connected, successes increase. In addition, stressing your belief that your student can succeed in high school and attend college will also motivate him/her to work harder and achieve more.
Grading
Any AVID student with a grade of C or below in a class will be assigned intervention until the grade is brought up to an A or a B. Students will either be assigned to the teacher with whom they have the low grade or to their AVID teacher (ninth grade - Mrs. Cecil, tenth- Mrs. Vogt, eleventh grade- Mrs. Brown and twelfth grade- Ms. Pritchard).
Starting this week (Aug. 31), students will receive a learning log each Monday and turn it in each Friday. Important learning log questions to remember:
What did I learn today?/What did I do today?
What did I find interesting in what I learned?
What questions do I still have about what I learned?
What were the main ideas in today's lesson?
What did I understand best today?
How do these ideas relate to what I have already learned?
We will also begin tutorials this week. Students must come to class with their questions. If they do not, they will have an alternative assignment and the lose the priviledge of having a tutorial.
AVID Files and Instruction
Now that you have read instructions and completed a collaborative-group activity, you will each complete the WICR Activity Tracking Sheet as a means of Reflection.
Write the strategies that you could use or have already used for this activity.For example:
*for W/Writing-How will students use writing as a tool of learning with this activity;
*for I/Inquiry-What questions will I ask?How will I facilitate students asking questions?;
*for C-Collaboration-How will you facilitate student Collaboration?;
*for R-Reading-What will students read? What strategies will you use to facilitate that reading?
For strategies, see the list at the bottom of this page. Take 10 minutes to complete your Reflection sheet and then we will have a Round Robin table discussion where your group will select the Best two Reflection Sheets.
Next, write the Best two Reflections for W-Writing on a “Post It” note.Also, write the Best two Reflections for I-Inquiry on a second “Post It” note.Then, write the Best two Reflections for C-Collaborations on a third “Post It” note.Last, write the Best two Reflections for R-Reading on a fourth “Post It” note.Your group should have four total “Post It” notes.
Place your four “Post It” notes on the appropriate WICR boards found in the room.
Select a spokesperson from each group to read and discuss your group’s best two reflections as a means of Weaving the WICR.[[image:http://members.cox.net/jpetitbon/AG00298_[1].gif width="63" height="104"]]
Writing:Inquiry:
Learning Logs/journalsSkilled Questioning
Cornell notesSocratic Seminars
PrewriteQuickwrite/Discussion
DraftCritical Thinking Activities
RespondWriting Questions
ReviseOpen-Mindedness Activites
Edit
Final Draft
Collaboration:Reading:
Group ProjectsSQ5R (Survey/Question/Read,
Study GroupsRecord, Recite, Review, Reflect)
Jigsaw ActivitiesKWL (What I Know/Want to
Read-AroundsLearn/Learned)
Response/Edit/Revision GroupsReciprocal Teaching
Collaborative Activities“Think-aloud”
STRATEGIES: The following are examples of the types of strategies we will utilize in the classroom this year:
Guided Reading
In class, we often read pieces aloud, pausing for clarification, interpretation, analysis, and comprehension assessment. Note-taking, class participation, and activity participation is expected during guided reading.
Independent Reading
Frequently, students will be asked to read independently. These assignments will consist of reading completed outside of school, and will include student chosen text as well as teacher assigned reading for homework.
Literature Circles
Literature circles are small groups of students assembled to discuss a piece of literature. Each member of the literature circle is assigned a role, therefore making him/her responsible for some of the group discussion and progression. Collaboration is a key component of literature circles. At the end of each discussion, students will complete a Self Assessment. Click on any of the following underlined roles to obtain the class worksheets:
- The Connector finds a connection between the reading and the outside world (life experiences, world
happenings, other readings, etc).
- The Illustrator draws a picture (sketch, diagram, cartoon, etc) that is related to the reading.
-The Discussion Director develops a list of questions that the group can discuss.
- The Travel Tracer tracks the setting using description, diagrams and/or maps.
-The Summarizer prepares a summary of the reading.
-The Vocabulary Enricher provides a list of new and interesting words and their definitions.
Journaling
Journaling is usually used in conjunction with silent reading and read alouds, and prompts students to respond creatively to a piece of literature, to reflect on a passage or complete story, to make predictions, to ask questions, to make connections to the students own life, and to evaluate and articulate the effectiveness of good reading strategies. Some examples of journal entries that will be assigned throughout the course of this school year are:- Describe your worst nightmare. (making connections/creative response)
- Describe your most frightening experience with something non-human. (making connections/creative response)
- Which of the Seven Habits of Good Reading to you find most effective or useful? Why?
(methodology reflection)
- What is courage? Describe a time when you or someone you know acted courageously. (making connections)
- Write a journal entry as if you are one of the major characters from the novel/play/short story. Express your thoughts and feelings about the story's happenings. (connect to text/synthesize/make inferences)
- What do you think the year 2070 will bring? (creative response/prediction)
- Reflect on the following quote: "Power corrupts, and absolute power corrupts absolutely." Lord Acton
Study Skills
Good Listening in Class
Preparing to Study
Strategies for Reading Novels
Strategies for Reading Textbooks
Taking Notes
What Type of Learner are You?
LITERARY ANALYSIS AND THE SEVEN READING HABITs
Throughout the school year, I continually stress the importance of literacy.Many of my lessons employ the Seven Habits of Good Readers:
concept map
**p**lot line diagram
,f ive W's chart,d escribing wheel, to keep track of major events. Use a character analysis chartcharacter comparison sheet, or c haracter traits worksheet
**c**
**c**d**f**
M
- Check your reading for basic understanding. Use anevent log
**c**
Monitor for Meaning
www.cfnc.org
ACT Test
www.actstudent.org
SAT Test
www.collegeboard.com
Financial Aid
www.fafsa.ed.govDEF Scholarship Application
**Folger Shakespeare Library**
**Lesson Plans Page**
**NCTE**
**New York Times Lesson Plans**
**Perdue University's Online Writing Lab(OWL)**
WICR
Cornell Notes 2003-04 (Powerpoint)
Cornell Notes-Presentation (Powerpoint)
Cornell Notetaking (Powerpoint)
Cornell Notes Template (Word)
Cornell Notes Rubric (PDF)
How to Succeed in AVID (Powerpoint)
Math Cornell Notes (PDF)
Math Cornell Notes with Graph Paper (PDF)
RAFT (Role Audience Format Topic) Books (PDF)
Slant (PDF)
Slant for Students (PDF)
Teaching Methodologies Used In AVID (PDF)
Thinking and Conversing (PDF) http://www.sdcoe.net/lret/avid/Steps%20in%20Tutorial%20Process%5B1%5D.pdf
Enrichment
AVID Club (PDF)
AVID Fridays (PDF)
Collaborative Strategies (PDF)
Icebreaker and Team Building Activities (PDF)
Team Building Activities (PDF)
Study Guides and Strategies